2018 Learning With MOOCS (LWMOOCS)

26-28 Sept. 2018

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  • Proceedings of Learning with MOOCs 2018

    Publication Year: 2018, Page(s): 1
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  • Proceedings of 2018 Learning with MOOCS (LWMOOCS)

    Publication Year: 2018, Page(s): 1
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  • 2018 Learning with MOOCS (LWMOOCS)

    Publication Year: 2018, Page(s): 1
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  • Co-Chairs Editorial and Welcome

    Publication Year: 2018, Page(s):1 - 2
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  • Message from the IEEE Education Society President

    Publication Year: 2018, Page(s): 1
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  • Message from the LWMOOCS 2018 Program Chair

    Publication Year: 2018, Page(s): 1
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  • Welcome Message

    Publication Year: 2018, Page(s): 1
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  • Welcome to Madrid on LWMOOCS 2018 Conference

    Publication Year: 2018, Page(s): 1
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  • Welcome to LWMOOCS 2018

    Publication Year: 2018, Page(s): 1
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  • LWMOOCS Conference Organization

    Publication Year: 2018, Page(s):1 - 3
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  • Reviewers

    Publication Year: 2018, Page(s):1 - 2
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  • Table of Contents

    Publication Year: 2018, Page(s):1 - 2
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  • Authors Index

    Publication Year: 2018, Page(s):1 - 6
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  • Towards a Better Understanding of Mobile Learning in MOOCs

    Publication Year: 2018, Page(s):1 - 4
    Request permission for commercial reuse | Click to expandAbstract | PDF file iconPDF (363 KB) | HTML iconHTML Multimedia Media

    The pervasive presence of mobile devices and growing trends like ubiquitous learning make new demands on Massive Open Online Courses (MOOCs). Users learn increasingly on the go and with multiple devices, instead of being tied to a fixed workstation. However, there is a lack of research how the usage of mobile devices influences the learning behavior and outcome in MOOCs. Thus, this paper presents ... View full abstract»

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  • Design of MOOC on Research in Technical Education

    Publication Year: 2018, Page(s):5 - 8
    Request permission for commercial reuse | Click to expandAbstract | PDF file iconPDF (581 KB) | HTML iconHTML Multimedia Media

    Massive Open Online Courses (MOOCs), the socalled disruptive technologies in higher education, have led to increasing access to higher education to diverse groups including students, dropouts, unemployed persons, and working professionals. Government of India provided SWAYAM platform to institutions, both general and technical, to offer MOOCs in order to achieve the three cardinal principles of ac... View full abstract»

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  • Unbundling Higher Education with Internationalization. Experiences from Two Hybrid Postgraduate Degrees Using MOOCs

    Publication Year: 2018, Page(s):9 - 12
    Request permission for commercial reuse | Click to expandAbstract | PDF file iconPDF (487 KB) | HTML iconHTML Multimedia Media

    This work presents a thought-provoking experience to unbundle higher education through the preparation of hybrid postgraduate degrees. The hybrid degrees are based on a MOOC full-path specialization and the traditional face-to-face instruction. In the proposed configuration, one of the institutions (host) transforms or creates a postgraduate degree that will be composed of a full-path MOOC special... View full abstract»

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  • Local MOOC Solution for Thight Budgets or Limited Internet Access

    Publication Year: 2018, Page(s):13 - 16
    Request permission for commercial reuse | Click to expandAbstract | PDF file iconPDF (13593 KB) | HTML iconHTML Multimedia Media

    Even today, there are institutions that, due to technical problems, lack of workers with the appropriate skills or because they do not have a sufficient budget, do not have an internet connection in the classroom where technology-related subjects are taught. Through this article we propose a new hybrid teaching method that combines the Open Massive Online Course (MOOC) and face-to-face work of the... View full abstract»

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  • Mapping Microcredentials Across MOOC Platforms

    Publication Year: 2018, Page(s):17 - 21
    Request permission for commercial reuse | Click to expandAbstract | PDF file iconPDF (928 KB) | HTML iconHTML Multimedia Media

    Increasingly, older models of MOOCs as standalone courses are giving way to multi-course series, up to and including online degrees. Between a single course and a full degree, all the major MOOC providers have created at least one multi-course “microcredential”. This descriptive paper maps the microcredentials that currently exist, using data gathered from the MOOC platforms (e.g. Coursera, edX, U... View full abstract»

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  • “It Looks Like this Course is Turning Toward a Degree”: Rethinking Professional Education with a Blended MicroMasters Program

    Publication Year: 2018, Page(s):22 - 26
    Request permission for commercial reuse | Click to expandAbstract | PDF file iconPDF (3784 KB) | HTML iconHTML Multimedia Media

    This mixed-methods study examines the experiences of students participating in a professional MicroMasters and blended graduate program that admitted students based on performance in the MicroMasters. We found that the MicroMaster program attracted a cohort of highly qualified mid-career professionals who were looking for more flexible alternatives to traditional graduate programs. These findings ... View full abstract»

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  • Design of a Conversational Agent as an Educational Tool

    Publication Year: 2018, Page(s):27 - 30
    Request permission for commercial reuse | Click to expandAbstract | PDF file iconPDF (948 KB) | HTML iconHTML Multimedia Media

    The advance in technology in the last decade has allowed for the design of multiple innovative educational experiences. Cloud computing, technologies for interaction in a web browser, and free video distribution allowed for the deployment of MOOC platforms. edX, Coursera, or Udacity are educational initiatives that harnessed these technological advances, which were fundamentally computer-based (al... View full abstract»

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  • The Effect of Course Content Position on Student Attempts of Practice Problems in Introductory Biology

    Publication Year: 2018, Page(s):31 - 33
    Request permission for commercial reuse | Click to expandAbstract | PDF file iconPDF (730 KB) | HTML iconHTML Multimedia Media

    Since 2013, we have used all of the content from our Introduction to Biology Massive Open Online Course (MOOC) with students taking an equivalent on-campus, for-credit course in a mostly ungraded, blended manner. It appeared early on that students on campus watched the videos in high numbers, and more students answered practice problems from within video sequences than the (ungraded) problem sets ... View full abstract»

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  • The Experience of Designing and Developing an edX's MicroMasters Program to Develop or Reinforce the Digital Competence on Teachers

    Publication Year: 2018, Page(s):34 - 38
    Request permission for commercial reuse | Click to expandAbstract | PDF file iconPDF (16846 KB) | HTML iconHTML Multimedia Media

    The fast and constant evolution of information and communication technology (ICT) has brought on cultural, social and economic changes. Educational institutions (EIs) are aware that both students and teachers need to acquire digital competence to meet up actual and future workforce needs. Society needs individuals to handle a variety of thinking and understanding skills to tackle and solve problem... View full abstract»

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  • Team-Based Assignments in MOOCs - User Feedback

    Publication Year: 2018, Page(s):39 - 42
    Request permission for commercial reuse | Click to expandAbstract | PDF file iconPDF (666 KB) | HTML iconHTML Multimedia Media

    With the increasing use of graded team-based assignments on our MOOC platforms-openHPI, openSAP, and mooc.house-we see the need to consult the opinion of our course participants about their perception of these tasks and the sufficiency of the platform support. Since we introduced the feature in May 2016, seven courses that included team-based assignments have been conducted on our platforms. In fo... View full abstract»

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  • Conversational Agents as Group-Teacher Interaction Mediators in MOOCs

    Publication Year: 2018, Page(s):43 - 46
    Request permission for commercial reuse | Click to expandAbstract | PDF file iconPDF (4701 KB) | HTML iconHTML Multimedia Media

    This paper presents the colMOOC project perspective for integrating a conversational agent service in Massive Open Online Courses (MOOCs) to facilitate peer dialogue during chat-based activities. Furthermore, it provides high level system architecture to highlight key aspects of the technology infrastructure and the functionality of the software system. The rationale of the approach follows the te... View full abstract»

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  • Participation of the Arab World in MOOCs

    Publication Year: 2018, Page(s):47 - 50
    Request permission for commercial reuse | Click to expandAbstract | PDF file iconPDF (13331 KB) | HTML iconHTML Multimedia Media

    One of the original purposes of MOOCs is to democratize education worldwide in order to advance towards a fairer society and universal human development. However, initial findings suggest that there are a number of challenges that MOOCs face to achieve their maximum potential in developing countries and regions with complex issues of access to high quality education. The majority of research studi... View full abstract»

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